Sandhurst Aboriginal Education Policy - Many Paths, One Journey

KalikBaringKayap Baringi

Many Paths - One Destination

Pillars of Excellence

POLICY

Catholic Education Sandhurst Ltd

Aboriginal Education

Acknowledgement of Country

Catholic Education Sandhurst Acknowledges the many diverse Aboriginal Nations across the Sandhurst Diocese. We pay respect to the Land and Waters of these Nations, as the Ancestors who shaped and nurtured the ‘Country’.

We honour their Elders, past and present and we in particular understand and honour the significant role our Elders and Community contribute to nurturing the young people within our care and responsibility. It is important that we shape the future generations and continue to share our stories that are embedded in the landscape, our schools and learning communities.

First Nations Australians have ongoing knowledge and perspectives that inform the past, present, and future of education and they/we are committed to truth-telling through curriculum alignment, pedagogical inclusion, and ecological land justice.

We embrace cross-curriculum priorities in Indigenous education plus opportunities to enhance the cultural capabilities of learners and educators as we promote the key drivers of Respect, Relationships and Reconciliation.

All Rights Reserved © 2024 Catholic Education Sandhurst Limited (CES Ltd)

Original artwork: Reanna Bono (2013)

Catholic Education Sandhurst Limited (CES Ltd) would like to thank and acknowledge Justice Nelson and the Dja Dja Wurrung Language Committee for allowing us the use of the words Kalik Baring Kayap Baringi Kalik Baring Kayap Baringi – Many Paths One Destination

1. Vision

The vision for Catholic Education Sandhurst Limited (CES Ltd) is to provide, in partnershp with our families, stimulating, enriching, liberating, sacramental and nurturing learning environments in each of the Catholic school communities within the Diocese. At the heart of this vision is our commitmnt to the ongoing duty of care that we have for the safety, wellbeing, and inclusion of all children and young people.

We believe:

• that the values of the Gospel are central to who we are, what we do, and how we act

• that we have a vital role in the mission of the Catholic Church to imagine and seek new horizons while respecting our Tradition

• that a strong sense of community is dependent on the quality of our collegial relationship

• that each person’s potential is fostered through the dedictated ministry of Catholic Education

• in leadership encompassing vision, innovation and empowerment.

1.1 Pope John Paul II, Address in Alice Springs to the Aboriginal and Torres Strait Islander Peoples of Australia

In 1986 John Paul II said:

“You are part of Australia and Australia is part of you. And the Church herself in Australia will not be fully the Church that Jesus wants her to be until you have made your contribution to her life and until that contribution has been joyfully received by others.”

Pope John Paul II

Alice Springs 29 November 1986

2. Background

2.1 Focus toward formation of the Mission of Catholic Education

Our Sandhurst Catholic Education communities strive to be Jesus inspired and lead in the world and live the spirit of John 10:10, “I have come that you may have life and have it abundantly”.

Sandhurst Catholic Schools seek to provide Students with the best kind of education possible, one that fosters a formation of the whole person that is deeply and enduringly humanising.

Catholic education unites the mission of the universal Church with service to the development of the whole person. It is centred on Christ who reveals both the face of God and the truth of the human condition in all cultures.

2.2 Context of Aboriginal Education within the Diocese of Sandhurst

The Diocese of Sandhurst is situated in a landscape that is rich in ancient and contemporary stories, histories and sacred sites where local Aboriginal & Torres Strait Islander People are generously willing to share culture and history. This policy is an affirmation that the Church, following the example of Jesus, seeks to achieve justice, harmony, respect and reconciliation with Aboriginal & Torres Strait Islander People. Aboriginal & Torres Strait Islander People are the oldest continuous culture on earth and as the first Australians occupy a unique place in contemporary Australian society.

Aboriginal & Torres Strait Islander People are the most marginalised peoples across all the social parameters in contemporary Australian society. The gap in educational outcomes for Aboriginal & Torres Strait Islander students is apparent, however despite this, many Sandhurst Aboriginal students have successfully graduated from our schools and colleges. For most teachers in our schools and colleges, there remains a significant gap with regard to cultural competence, historical knowledge, understanding and appreciation of Aboriginal Australia.

2.3

Context of Aborginal Education within wider

education policy

The Victorian Curriculum outlines the Aboriginal cross curriculum priorities to be taught across the year levels and explains the protocols for teachers. In Addition, The Alice Springs (Mparntwe) Education Declaration (the Declaration) was endorsed in December 2019.

In endorsing the Declaration, Australian Governments also renewed their commitment to celebrating and learning from Aboriginal and Torres Strait Islander cultures, knowledge and histories and ensuring that Aboriginal and Torres Strait Islander peoples are supported to imagine, discover and unlock their potential.

The transformative power of education can change society and form the basis for intergenerational change for Aboriginal and Torres Strait Islander and non-Aboriginal and Torres Strait Islander peoples. The Good News of Jesus Christ requires all those who believe in it to work towards a radical transformation of the world.

3. Purpose

Our Students and Families are in the centre of the work we do. Aspiring to achieve empowerment through these Pillars of Excellence is the vision that sustains everyone in the Sandhurst Aboriginal and Torres Strait Islander Education Community. There are four pillars that anchor and guide our work. Each pillar focuses on four areas, these are critical elements to the discovery and growth of each student’s full potential, inclusive of their cultural and educational journey nurturing them to be fully flourishing.

In the spirit of reconciliation with an emphasis on recontextualization, non-Aboriginal Catholics in Australia can learn much from the spirituality of Aboriginal & Torres Strait Islander People in Australia.

“Like strength of the pillars in a house, access to quality education is the soundness of a foundation for a pathway toward success and a prosperous future’.

4. Pillars of Excellence

Our Pillars of Excellence are built upon our Sandhurst schools’ pursuit of a culture of high expectations, principled and caring relationships and consistent routines. The Pillars of Excellence represent the best practise for developing the intention of our Kalik Foundation Stones. When approaching these Pillars of Excellence through the lens of our Kalik Foundation Stones, Aboriginal and Torres Strait Islander students along with their families and communities will benefit through the effective implementation of this Policy.

The Pillars of Excellence Policy is not a checklist to be seen in every lesson but a set of principles for assisting schools, teachers and those in the pursuit of supporting Aboriginal and Torres Strait Islander students. The Aim of the Pillars of Excellence Policy is to allow Aboriginal and Torres Strait Islander students’ every opportunity of high educational achievement and success.

4.1 Pillar 1 - Solidarity, Inclusion and Participation

(Themes that rise out of this pillar - FIRE Carrier program, Social Justice and Activism)

Sandhurst schools will orientate towards:

• Promote within their schools an environment that is safe for Aboriginal and Torres Strait Islander People, where there is no assault, challenge or denial of their identity and experience. This will be in accordance with all Child Safety Standards [to] establish a culturally safe environment in which the diverse and unique identities and experiences of Aboriginal and Torres Strait Islander children and young people are respected and valued.

Ministerial Order 1359

Child Safety Standard 1

• Be culturally safe places of learning, growing and belonging for Aboriginal and Torres Strait Islander students, families and community members.

• Embedding and practising meaningful cultural safety within their schools.

• Valuing traditional custodianship and the place of the local Aboriginal and Torres Strait Islander People and their traditional knowledge, practices, rituals and beliefs.

• Seeking the assistance and expertise of, and work in authentic partnership with, Koorie Eduation Workers, local Aboriginal and Torres Strait Islander communities and the Sandhurst Aboriginal Education Team.

• Ensuring that each Sandhurst school’s FIRE Carrier Covenants express an emphasis toward cuturally rich environments focussing on reconciliation, justice and healing.

• Advocating and championing, their school’s leadership and teachers to become places where Aboriginal and Torres Strait Islander communities affairs are celebrated and affirmed in our schools and Australian society.

• Engaging with the stories to hear the voices of Aboriginal and Torres Strait Islander People, for a better future for all.

4.2 Pillar 2 - Pedagogy and Curriculum

(Themes that rise out of this pillar - quality learning and teaching practices)

Sandhurst schools will orientate towards:

• Ensuring school leadership encourages ongoing levels of high academic expectations for Aboriginal and Torres Strait Islander students while developing their staff knowledge and practices to ensure optimal outcomes for all.

• Ensuring school leadership and teachers engage and work with the Aboriginal and Torres Strait Islander families and community to promote an understanding of, and respect for Aboriginal and Torres Strait Islander Peoples histories, cultures and languages.

• Establishing geniuine and effective relationships based on mutual respect and trust between teachers, students, their families and communities.

• Establishing high expectations based on individual learning achievements for all students. Make goals achievable: unpack the expectations and demonstrate and model procedures and processes to promote success and build confidence.

• Engaging in evidenced based practices and professional learning.

• Providing opportunities for inclusion for students to develop the skills necessary to function and contribute to society.

• Gaining an understanding to effectively incorporate First Nations pedagogies, inclusive of the 8 Aboriginal Ways of Learning framework.

• Incorporating ESL/EAL strategies where appropriate and be patient: suspend judgement and ask clarifying questions to support students’ storytelling and representations of their developing understanding.

4.3 Pillar 3 - Faith, Belief and Hope

(Themes that rise out of this pillar - Aboriginal Spirituality, Catholic Identity)

Sandhurst schools will orientate towards:

• Celebrating Aboriginal and Torres Strait Islander Peoples Spirituality through the Catholic faith Tradition for all members of our school communities.

• Recognising as a teaching and learning community the importance of becoming a people of reconciliation and faith guided through the wisdom that is embedded within Aboriginal and Torres Strait Islander Peoples Spirituality.

• Supporting Leaders and teachers to make relevant links with the local community to enhance their understanding of Aboriginal and Torres Strait Islander People sspirituality, providing a balance of different cultural perspectives to challenge and inform their own faith belief.

• Exploring and understand the intersecting lines of Aboriginal and Torres Strait Islander Peoples Spirituality and the Catholic Tradition, ensuring a richer deepening of Faith and Belief.

• Ensuring Catholic Traditions include Aboriginal and Torres Strait Islander Peoples Spirituality into the prayer and liturgical life of our schools.

• Demonstrating that the Gospel speaks to all languages and that we are all God’s people, viewed through the lens of contemplative dialogue and recontextualisation.

• With the guidance and endorsement of the Local Aboriginal community, utilise rituals that would form and inform both Aboriginal and Torres Strait Islander Peoples Spirituality and the Catholic Tradition to connect our school and parish communities.

4.4 Pillar 4 - Cultural Knowledge and Perspective

(Themes that rise out of this pillar - reciprocity and truth telling, application of Aboriginal and Torres Strait Islander knowledges)

Sandhurst schools will orientate towards:

• Acknowledging and respecting the traditional custodians of the land on which our Sandhurst schools are situated, recognising that this ritual develops our relatedness and connection to all creation which embodies our humanity.

• Celebrating and valuing Aboriginal and Torres Strait Islander Peoples history and culture.

• Developing teachers’ understanding of Aboriginal and Torres Strait Islander Peoples histories, cultures and contemporary contexts.

• Assisting educators and school leaders to critically reflect on and develop their ability to be more responsive to the knowledge, skills, and cultural identities of Aboriginal and Torres Strait Islander students. (AITSL Intercultural development continuum)

• Establishing links with Aboriginal and Torres Strait Islander Peoples communities to engage in ‘On Country’ immersion opportunities and learn from their knowledge systems and incorporate them into teaching and learning.

• To be an engaged and proactive educator in professional development and learning of Aboriginal and Torres Strait Islander Peoples histories, cultures and contemporary contexts.

• Building confidence for our leaders and teachers to equip them to embed Aboriginal and Torres Strait Islander Peoples perspectives in curriculum.

• Engaging with the Uluru Statement from the heart.

• Continuing to promote Sandhurst schools’ FIRE Carrier program and ongoing development of relationships with the Aboriginal Catholic Ministry Victoria.

5. Foundation Stones policy is anchored on the Kalik Baring Kayap Baringi

Many Paths - One Destination

Foundation Stone 1 Catholic Identity

- connects to Pillar 3

This foundation stone refers to all people in the Church and of the Church. Aboriginal Australians invite us to acknowledge, honour and celebrate a spirituality and a way of being which embraces symbols, rituals, customs and their journey. In living Gospel values we are called to be people of reconciliation and inclusion because of our shared history and our shared humanity.

Foundation Stone 2 High Expectations

- connects to Pillar 2

This foundation stone calls for excellence in education. Students are challenged academically to flourish to their optimum ability whilst maintaining a healthy self-esteem and pride in their heritage. It requires school leaders and teachers to be passionate about their profession in order to create high quality teaching and learning environments. Cultural and individual differences are valued. These environments celebrate the fundamental role of parental and community engagement in a child’s educational journey.

Foundation Stone 3

Celebrating Diversity and Identity

- connects to Pillar 4

This foundation stone refers to the prominence of Aboriginal and Torres Strait Islander cultures and histories in our curriculum, school, community and country. We commit to maintaining a culture of pride in diversity and to building a hope-filled future for all students. We intentionally value and celebrate the rich history and heritage of different cultures through the inclusion of parallel knowledge systems.

Foundation Stone 4

Engagement, Connections, Partnerships

- connects to Pillar

4

This foundation stone focuses on belonging. It calls for school communities to actively seek ways to develop and nurture relationships with Aboriginal parents and communities. This foundation stone acknowledges and values different ways of doing, being and becoming. Through the creation of ‘two-way’ community conversations, the opportunity to speak and be heard, to listen and be acknowledged is prioritised.

Foundation Stone 5 Cultural Competency

- connects to Pillar

1

This foundation stone requires the ability of the school community to ‘see’ issues and experiences from another person’s perspective, adhering to appropriate protocols with respect and consistency. Cultural competence is underpinned by right relationships and it evolves over time. There is a distinct but cumulative relationship between cultural awareness (knowing), cultural sensitivity (appreciating), cultural competence (practising and demonstrating), cultural proficiency (embedding as practice) and cultural safety (environment).

Foundation Stone 6 Accessibility

- connects to Pillar

2

This foundation stone refers to all students having access to a culturally appropriate and inclusive curriculum. A curriculum taught by formed and informed professionals who are keen to provide the very best outcomes for all students regardless of race, colour or creed. Our vision is for all students and their families to have equitable access to opportunities and rights whilst assuming appropriate responsibilities.

KalikBaringKayap Baringi